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Parent Involvement and Student Achievement
Parental Involvement and Student Academic Achievement
TA administration and staff believe schools are seeing a decrease in parental involvement as students enter high school. Research conducted by the Kentucky Department of Education (KDE) Dropout Prevention Resource Guide (2008) has demonstrated the positive effects of parental involvement in schools.
Parental involvement in the eighth grade had a strong positive effect on the grade point average of 10th graders (Keith, T.Z., Keith, Quirk, Sperduto, Santillo, & Killings, 1998). In contrast, Balen and Moles (1994) and Hurst (2002) suggest when parents have a positive attitude regarding education and demonstrate trust that their children can do well, children perform better in school. However, parental involvement tends to decrease as students become older (p. 3).
Historical and current studies have investigated the impact of parental involvement and student achievement. Diverse studies have considered how well students perform academically when their parents are involved in their educational process compared to students whose parents are not involved. Sartor and Youniss (2002), in their study about the relationship between positive parental involvement and identity achievement during adolescence, found high parental awareness of adolescent behaviour and parental support would be positively associated with identity achievement. Barber's (1997) study lends support in that the author suggests a theoretical foundation for comprehending the relationship between parenting and adolescent identity development. Furthermore, Barber believes in healthy parent-adolescent relationships; parents provide structure with enough flexibility that adolescents can securely engage in identity exploration.
Of interest to this researcher; however, is a little different than just the direct relationship between student achievement/success and parental involvement as the research seems abundant enough already, but instead an interest in the relationship between parental involvement and the more subjective essence of adolescent aspirations regarding adulthood and the mechanisms of influence that these aspirations have on a student's fight in the future with success.
Wong, Wiest, and Cusick (2002), Eccles and Midgley (1990), Paterson, Field, and Pryer (1994) suggest adolescents' secure parental attachment may allow them to achieve a sense of academic competence, as well as actual school achievement, by providing them with a secure emotional foundation., it is an understanding of the mechanisms for this influence that is noticeably absent in research, which this researcher seeks to understand. One set of researchers, Hill, et al., (2004) aimed to study these mechanisms, but still left room for more rigorous and reliable, empirical design. Thus, this researcher aims to do so.
Purpose of the Research
The purpose of this study would be to address the problem of the lack of research/knowledge about the relationship between child aspirations and student achievement as perceived by the child with emphasis on reliable empirical data. This study has the potential to revitalized education philosophies surrounding at-risk students as categorized by the system. The research challenge is to develop a revitalized approach to education. This is an opportunity to develop the possibility of implementing strategies to empower at-risk students to recognize their own aspirations and succeed on their own. This research study will attempt to answer the following question: How do demographics and student perceptions of themselves, and their future, influence their level of achievement in school? Significant field questions are how have demographics affected the level of student achievement among high school students set to graduate in June 2011, how do student aspirations, according to their own perceptions, affect the level of student achievement among high school students?
For Hill (2004)a longitudinal model was implemented including a variety of socioeconomic factors, including ethnicity, as independent variables to discover their relationship on dependent variables. Socioeconomic status was broken down into related subtopics such as level of parental education and each of these were tested separately (Hill, 2004). The study included the perspectives of related parents, teachers, and adolescents on parent involvement (Hill, 2004).
Hill (et al.) (2004) was designed as parents in selected schools were approached at random during preregistration for Kindergarten and asked if they would participate in the study. A practical problem arose because 15% of children were not preregistered (Hill, 2004). Parents in selected schools were approached by the first day of school by letter or telephone. In this case, 75% of families responded (585 families) with 463 of those families still available for measurement when the students entered 11th grade, a 79% retention rate (Hill, 2004),…[continue]
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Studies also confirm that parental involvement may benefit not only students but also parents and communities. Parents who are more involved in their children's academic life are more likely to report positive perceptions of school and their children's achievements and more likely to participate in community events and activities. More and more researchers are adapting their views and emphasizing the need for increasing parental involvement at all levels of education.
In this way, researchers can control for the effects of socioeconomic status and better extricate the true relationship between parental involvement and academic achievement (Fan & Chen, 2001). Though the Smith (2006) study seeks in increase parental involvement in the school, it fails to connect the influence increased parental involvement had on had on the academic achievement of the students. The study would be of greater value had if there
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parental involvement and student academic success. The proposal examines previously published literature on the subject and then proposes a study to further examine the impact of parental involvement on the academic success of students. The writer explores several possible methods of study and chooses one most appropriate to the study being proposed and provides definitions and terms so that the reader has access to a full understanding of the
Parental Involvement With Educating Children It takes a village to raise your children, is not only a saying it is a fact. Teachers need the support of the parents and others involved with the child to reinforce what is being taught in the schools. As parents or guardian of children we should take an active role in the education process of our children. We can do so by ensuring their assignments
A study evaluating the personal biases held by educators in the context of parental involvement the (T.I.P.) project returned interesting results regarding intervention and assessment strategies designed to draw parents into the class room while maintaining the educator's sense of control and competence. It has been observed that while educator self-concept may differ, the successful involvement of parents in learning objectives results in increased assessment of educator competence by the
Parental Participation and Involvement Statement of Thesis: "Parental involvement" is considered "key" to successfully providing a quality educational future for one's child. Parents play an important role in a child's education. This paper intends to reveal through research, exactly why it is so imperative that a parent become and stay involved in the educational process. The benefits to be found in the educational system that has active and participant parents and the